Report of External Evaluation and Review

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1 Report of External Evaluation and Review ACG Yoobee School of Design Highly Confident in educational performance Confident in capability in self-assessment Date of report: 2 December 2014 Final Report 1

2 Contents Purpose of this Report... 3 Introduction TEO in context Scope of external evaluation and review Conduct of external evaluation and review... 5 Summary of Results... 7 Findings... 9 Recommendations Appendix MoE Number: 8458 NZQA Reference: C15471 Date of EER visit: July and 8 August 2014 Final Report 2

3 Purpose of this Report The purpose of this external evaluation and review report is to provide a public statement about the Tertiary Education Organisation s (TEO) educational performance and capability in self-assessment. It forms part of the accountability process required by Government to inform investors, the public, students, prospective students, communities, employers, and other interested parties. It is also intended to be used by the TEO itself for quality improvement purposes. Introduction 1. TEO in context Name of TEO: Type: Location: Delivery sites: ACG Yoobee School of Design Private training establishment (PTE) Head Office: Otakaro Building, University of Canterbury, Dovedale Avenue, Ilam, Christchurch As above Level 4, 3 City Road, Auckland CBD Level 2, 20 Kent Terrace, Central Wellington Manurewa High School, Auckland Kelston Girls High School, Auckland First registered: 12 December 1997 Courses currently delivered: Certificate in English and Digital Design (Level 3) Certificate in Digital Design (icreate) (Level 3) Diploma of Animation and Digital Video (Level 5) Diploma of Computer Graphic Design (Level 6) Diploma of Interactive Design (Level 6) Diploma of Web Development (Level 6) Diploma of Animation (Advanced) (Level 6) Diploma of Digital Filmmaking (Advanced) (Level 6) Diploma of Digital Media (Advanced) (Level 7) Diploma in Advanced 3D Graphics (Level 7) Final Report 3

4 Code of Practice signatory: Number of students: Yes, including approval for students aged 17 years studying the Certificate in English and Digital Design, Certificate in Digital Design (icreate), Diploma of Animation and Digital Video, Diploma of Computer Graphic Design Domestic: 946 (631 EFTS (equivalent full-time students)) Percentage of New Zealand Māori: per cent; per cent; per cent Percentage of Pasifika: per cent; per cent; per cent International: 148 (84 EFTS) Number of staff: Scope of active accreditation: Distinctive characteristics: Recent significant changes: 79.5 full-time equivalents Refer: ACG Yoobee delivers programmes in digital media, design and web development that are geared towards industry needs. The goal is to produce graduates who are workready. Seventy-four per cent of students are aged 25 years or under. The Christchurch earthquakes of 2010/2011 had a significant impact on both the Christchurch campus and the national operation in terms of both student numbers and national revenue. Growth has been consistent at the Wellington and Auckland campuses. Most of the executive team left the PTE in 2011 at the time Renaissance Group took over governance, and a new senior management team was put in place in early In February 2014, Academic Colleges Group (ACG) purchased Yoobee School of Design, with a change of name to ACG Yoobee School of Design. Previous quality assurance history: Other: The previous NZQA external evaluation and review (EER) of ACG Yoobee School of Design (then trading as Natcoll Design Technology) was conducted in July The summative statements of confidence were Highly Confident in educational performance and Highly Confident in capability in self-assessment. Focus area ratings were Excellent in all four areas, including the Diploma of Computer Graphic Design and the Certificate in Digital Design (icreate). The level 3 icreate programme is delivered in a collaboration with secondary schools to provide students Final Report 4

5 with the opportunity to meet the entry requirements for the diploma programmes. 2. Scope of external evaluation and review Following a scoping meeting between the lead evaluator and the ACG Yoobee School of Design academic director, the following focus areas were agreed for inclusion in the EER: Governance, management and strategy mandatory Diploma of Computer Graphic Design (Level 6) This is the main programme delivered at the three sites and has the highest number of enrolments. The icreate programme leads on to this diploma, and computer graphics design graduates can progress to other specialist diploma programmes. Diploma of Digital Media (Advanced) (Level 7) This programme provides a pathway to Bachelor s degree study, and places a strong emphasis on work-ready graduates. Diploma of Animation and Digital Video (Level 5) This is a pathway programme leading to specialist level 6 diplomas in film and animation. 3. Conduct of external evaluation and review All external evaluation and reviews are conducted in accordance with NZQA s published policies and procedures. The methodology used is described fully in the web document Policy and Guidelines for the Conduct of External Evaluation and Review available at: The TEO has an opportunity to comment on the accuracy of this report, and any submissions received are fully considered by NZQA before finalising the report. ACG Yoobee submitted a self-assessment summary prior to the EER, and a prescoping meeting was held with the lead evaluator and the national academic director. Prior to the EER visit, further self-assessment reports and management documentation were provided to the evaluation team, and the lead evaluator also visited the Auckland campus to meet the academic manager and to have a tour of the campus facilities. The evaluation team of two visited the Wellington campus for two days and the Christchurch campus for one day. At each site, interviews were conducted with senior management, middle management, tutors, students and key support staff. In Wellington a meeting was also held with eight people from the related industry sector, and this group included graduates of ACG Yoobee. Christchurch employers Final Report 5

6 were contacted by telephone following the EER visit. A range of documentation was reviewed including student achievement data, course evaluations, programme review reports, moderation plans, meeting minutes, strategic planning and management reports, weekly, monthly and bi-monthly reports on student employment opportunities, and self-assessment reports both thematic and for programmes. Following the EER visit, a further meeting was held in Auckland with ACG board members who had not been available at the time of the EER. ACG Yoobee external stakeholders in Christchurch were also interviewed Final Report 6

7 Summary of Results Statement of confidence on educational performance NZQA is Highly Confident in the educational performance of ACG Yoobee School of Design. Achievement at ACG Yoobee is consistently strong and showing improvement across almost all indicators when compared with sector medians. The exemplary progression rate reflects the intentional strategy of providing internal qualification pathways for students. A Māori and Pasifika engagement strategy was introduced in 2013 to improve participation and success, and is showing early signs of increasing enrolments and improved course completions. The organisation has embedded in its culture an integrated approach to having work-ready graduates with industry-relevant skills and attributes. This is highly valued by students and creative design industry stakeholders. There is good evidence that students acquire relevant, up-to-date skills through the intentional, consistent and pivotal focus on the design brief as the key teaching tool and assessment strategy. Valued outcomes for students include the positive impact of the student employment coordinator role, the strong collaboration within programme teams across sites, and the professional working relationships between tutors and students in the development of a student portfolio of work. ACG Yoobee staff have a passion for the creative design industry and for equipping students for a range of work roles within this industry. The teaching staff maintain active links and engagement with industry which informs the quality, relevance and type of work students should produce as well as the technical skills and technology needed to execute the work. The comprehensive organisational structure provides a strong framework for governance and management. There is clear and purposeful strategic planning and a strong sense of collaboration between the sites and consistency of graduate outcomes across the organisation is given a high priority. There have been a number of changes in ownership and management structure, as well as the impact of earthquakes in both Christchurch and Wellington. However, these events do not appear to have harmed learner achievement and graduate outcomes. Final Report 7

8 Statement of confidence on capability in self-assessment NZQA is Confident in the capability in self-assessment of ACG Yoobee School of Design. ACG Yoobee has a clear self-assessment framework, using a range of selfassessment tools to systematically collect, analyse and report data at various levels within the organisation. Internal and sector benchmarking of educational performance indicator data clearly indicates strong achievement levels. Achievement data is collected and analysed at programme, campus and acrosscampus levels, and ACG Yoobee s targets for learner achievement are clearly articulated in the PTE s goals and strategies document. However, there is a lack of evidence that these organisational-level targets are well known and understood across the organisation. A strong culture of self-assessment helps to improve learner achievement throughout the organisation. Programme development and review is occurring on an ongoing basis, with staff continuously reflecting on their practice and processes. The organisation has strong industry networks and involves industry professionals in the review processes to ensure alignment with the high-priority outcome of workready graduates. The annual self-assessment plan identifies a range of focus areas for specific thematic reviews and programme evaluations review. These self-assessment reports have indicated a number of recommendations to be implemented and information that they had been actioned. However, in some areas it is too early to measure the effectiveness of these improvements. Final Report 8

9 Findings How well do students achieve? The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Good. Students achieve well at ACG Yoobee, as evidenced by high and sustained levels of qualification achievement, significant progression to higher-level study and low levels of attrition, all of which are above sector medians (see Table 1). Course completion rates are maintained consistently at or just below the sector medians. Table 1. ACG Yoobee educational performance indicator data, % 2011 % 2012 % 2013 % Course completion 76 (81)* 82 (85) 85 (85) 82 (85) Qualification completion 76 (75) 80 (80) 83 (80) 83 (80) Retention 78 (69) 79 (74) 81 (77) 83 (77) Progression 81 (24) 80 (20) 83 (23) 81 (23) * PTE sector median in brackets Comparative course completion data is analysed across the three campuses and across each programme. The analysis is included within annual programme reviews, and issues are identified with an action plan to implement improvements. For example, course completions for the Diploma of Animation and Digital Video dropped to 69 per cent in Wellington and 61 per cent Auckland in 2013, while the Christchurch delivery remained at 81 per cent. At the PTE s annual curriculum conference, a number of improvements were identified for implementation in the second half of These included limiting the lip sync topic to put more emphasis on developing character performance, and reviewing the creative briefs in response to student feedback. Students are achieving the skills and attributes to be work-ready for employment within the creative design industry or progressing to further study at ACG Yoobee. Examples of the skills given in self-assessment reports include problem-solving, collaboration, teamwork, communication (including giving and receiving constructive feedback), critiquing others work and building confidence in selfreview. A recent study of graduate outcomes for students starting their study at ACG Yoobee between late 2011 and mid-2013 indicates that 80 per cent of 1 The findings in this report are derived using a standard process and are based on a targeted sample of the organisation s activities. Final Report 9

10 graduates are in work that is relevant to their qualification or have progressed to other ACG Yoobee training. Across the organisation, tutors are connected with their students, monitoring their attendance and achievements closely and putting in place support mechanisms to enable them to achieve. Tutors and managers reflect on student progress and performance at regular meetings, and there is systematic and accessible online reporting which provides clear information on current attendance patterns as well as individual progress. ACG Yoobee monitors the participation and course completions of Māori and Pasifika students, with targets of 16 per cent Māori and 10 per cent Pasifika participation by Results for 2013 show increases in participation for Māori EFTS from 9 per cent to 10.5 per cent of total enrolment, and Pasifika EFTS from 7.3 per cent to 8 per cent, and significant increases in course completions for Māori learners at the Auckland and Wellington campuses see Table 2. A strategy was developed in early 2013 to raise participation rates and improve educational outcomes for these student groups through more high school/tertiary partnerships and targeted recruitment; however, it is too early to know how effective this strategy is. Table 2. Course completions, 2011 and 2013 by student grouping 2011 % 2013 % All students Auckland Wellington Christchurch Māori (2016 target 78%) Auckland Wellington Christchurch Pasifika (2016 target 78%) Auckland International Wellington Christchurch Auckland Wellington Christchurch * Low student numbers * * International students achieve higher course completion rates (86 per cent) than the ACG Yoobee overall level of 82 per cent. International student EFTS have decreased from 124 in 2011 to 114 in 2012 and 84 in 2013 representing 148 students. A range of strategies are in place to meet the ACG Yoobee goal to Final Report 10

11 expand international activities and recruitment ; however, it is too early to be able to comment on the self-assessment actions taken to improve outcomes. Individual student achievement is well understood by staff and clearly recorded at programme and campus levels. The ACG Yoobee strategic and operations plan specifies organisational targets for educational performance indicators. However, the evaluation team noted that there was a lack of evidence of analysis and internal benchmarking of these organisational-level targets in the annual programme review reports. 1.2 What is the value of the outcomes for key stakeholders, including students? The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Excellent. Based on the PTE s ongoing and comprehensive engagement with industry and thoroughly documented follow-up of graduates, the evaluation team determined that there is excellent value for all key stakeholders, including the students. At the completion of their programme, most students either move to further study or into relevant work. The analysis of graduate outcomes for students starting between late 2011 and 2013 indicates that 50 per cent went into further training, 30 per cent to relevant work, 4 per cent into other unrelated work, while the destinations of 16 per cent were unknown. A number of students also obtain parttime or contract work with local employers while they are studying. This is a result of the pivotal role of the student employment coordinator in promoting the skills of both the current students and graduates within the industry. Of the 59 graduates from the Diploma of Digital Media (Advanced), 23 students went on to further study and 36 were employed in relevant work. ACG Yoobee engages with the design community at each campus through the sharing of resources, providing short courses, venue for meetings, training sessions for a number of industry groups, and software demonstrations. Graduates return to the organisation to share specialist knowledge and skills with staff and to speak with students. ACG Yoobee also recruits teaching staff from graduates who have had experience in the industry. Work-readiness is an intentional and highly focused outcome strongly aligned to industry practice and embedded across all programmes. Industry stakeholders interviewed by the evaluation team noted a preference for employing ACG Yoobee graduates because they find graduates are work-ready and have a solid combination of technical and design-related skills and knowledge. One employer commented that the graduates are technically competent and taught to be consultants, knowing how to manage relationships and how to manage a client brief. Final Report 11

12 International students commented to the evaluation team that their programme was better than expected one student commented on the technical skills achieved: I was self-taught in my own country, I have been here one month and I cannot believe how much I have learned. ACG Yoobee has sound processes in place to review the value of its programmes. The organisation gets student feedback at different points during the programmes and has embedded a network of industry links and feedback at all levels. These evaluations and reviews are used to inform decision-making, leading to improved outcomes. 1.3 How well do programmes and activities match the needs of students and other stakeholders? The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Excellent. ACG Yoobee s programmes provide education and career pathway progressions from generalist to specialist areas which deepen knowledge, skills and attributes and foster relevant levels of work-readiness. Student needs are well met through the coherent pathway structure from the level 3 icreate programme to generalist diplomas and on to the relevant level 7 diplomas. These provide a pathway to further study at Bachelor s level delivered by Open Polytechnic with student tutorial support from ACG Yoobee staff. The icreate programme encourages South Auckland secondary school students, particularly Māori and Pasifika, to gain an understanding of, and consider engaging further with, the creative design industry. Matching of learner needs at ACG Yoobee is consistently strong across all age groups and levels of programmes delivered. The evaluation team heard evidence of a robust selection process aimed at ensuring that the selected programme of study matches the student s skill level and aspirations. For example, a student recently applied for the icreate level 3 programme but was encouraged to study the level 5 generalist programme and is progressing well. It is also of note that the first two Bachelor s degree graduates, both Pasifika students, had followed this study pathway. In consultation with industry, ACG Yoobee bases the curriculum and learning, teaching and assessment strategies on the design brief/creative brief concept. Design briefs are created and reviewed with relevant industry experts prior to use. The application of the design brief, along with the professional practice learning, is pivotal to replicating workflow in industry for all programmes. Students confirmed that they are very well prepared to develop design briefs, and they build confidence in peer proofing, meeting deadlines and working together. The learning plan for the whole course is mapped out and accessible to all students and staff. Final Report 12

13 International students are provided with clear information and understand the career pathways provided by the range of programmes. They are assisted to make programme choices that meet their career goals. International students confirmed that they had specifically chosen ACG Yoobee because of the specialised range of programmes being delivered. Two students indicated that they were Bachelor s degree graduates from Auckland and had chosen their programme because it would give them the additional skills they needed to run their own tourism business. The student employment coordinators are an integral part of the teaching team at each campus. This role involves actively assisting students to get part-time work during their study as well as employment for graduates. Their professional practice workshops focus on preparation for job applications and for interviews, and students technical skills and work-readiness are matched to the needs of employers. ACG Yoobee s links with industry extend to a range of opportunities for students to show their creative design skills. These include campus events, the Behance portfolio website (for showcasing creative work), exhibitions and gold awards. Students are also invited to attend short courses for industry, both online and faceto-face, with an obvious connectedness to the design community requirements. Self-assessment feedback from graduates, confirmed by interviews, yielded comprehensive evidence that ACG Yoobee graduates have the relevant skills sought by industry. A comprehensive and multi-faceted feedback process, both formal and informal, is in place for students and design industry stakeholders to have input into course design and delivery. The feedback mechanisms include a national industry advisory board to advise on strategic shifts in the sector; national programme managers who annually request industry representatives to comment on samples of student work for external moderation; individual teaching staff meeting with relevant industry experts to review specific design briefs; and programme evaluations occurring at regular intervals. This feedback is reviewed at meetings by programme teams and at campus academic staff meetings, and informs improvements through recommendations and actions for the following year to maintain the quality of the programmes. 1.4 How effective is the teaching? The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Excellent. To pursue excellence in teaching and learning outcomes in all programmes is a key goal of ACG Yoobee s goals and strategies. There is good evidence of targeted professional development, evidence-based performance reviews and implementation of the strategy to maintain robust processes for quality assurance in teaching, learning and assessment, to ensure this goal is reached. A mix of Final Report 13

14 professional development and technical upskilling, development and review of programmes, workshops on current strategies such as social media and strategies, and academic issues such as assessment and moderation are topics covered at the annual curriculum conference and staff development days, which all staff attend, providing evidence of the organisation s commitment to staff development. There is a strong sense of community of practice embedded within the organisation as a whole and well integrated with the design community. Effective stakeholder engagement is evident at all levels within the organisation. Industry people are involved in delivery as guest speakers, assessment panels, critique of courses for relevance and currency, and judges for a range of design exhibitions and competitions. Alongside their teaching responsibilities, ACG Yoobee staff are encouraged to undertake professional development and contract work in industry. Teaching in the organisation is effective and characterised by staff that have relevant industry experience and are passionate about their specialist area. The design brief is the key focus for learning and integrates the development of technical, design and core skills in alignment with current industry practice and expectations. The creation of a sense of community at each campus is intentional to replicate the design workplace. Small classes (a maximum of 20), strong tutorstudent relationships and the coaching style of teaching contribute to the positive learning environment and teaching effectiveness. A range of learning and teaching strategies support the effective engagement and achievement of students. At each site, the teaching staff work as a team across all programmes, with smaller teams focused on specific programme areas. The model of primary tutor gives a sense of belonging to the students, with other tutors providing sessions for specialist areas such as professional practice or specific technical skill workshops. Students benefit from a range of industry-specific experience, capability and teaching styles. The current model is the result of annual review and improvement and an embedded culture of industry-relevant learning. Tutors have a strong focus on getting each class to the industry standard for design briefs and to feel confident working with each other. The evaluators heard from students that the course materials are well planned, transparent, easy to access and cover everything, they cover all facets of graphic design. The management of the PTE values a culture of professional development. Tutors are required to complete an adult learning and teaching qualification through a blended learning model and working as a collaborative team to give experience of a different learning strategy. A number of staff have completed this teaching qualification and have identified benefits such as increased collaboration, improved tutor evaluations, and greater understanding of assessment and moderation. Staff indicated that the PTE offers good recruitment, development and career pathways, and encouragement from management to engage in industry contracts alongside their teaching. Tutors reflect on their practice in response to student feedback, structured and informal peer review, and professional conversations at the annual conference and Final Report 14

15 programme meetings. There is good evidence of useful plans and action timelines for improvement occurring consistently across the three delivery sites. Oversight, review and performance management of teaching is strong and effective. 1.5 How well are students guided and supported? The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Excellent. Across the organisation there is compelling evidence of a variety of student support and guidance strategies to ensure that students complete their learning and achieve their career aspirations. The induction programme supports students to enter the right course, engage with other students, and build relationships with the tutors, support staff and management. Students indicated that they are well-cared for and have a sense of belonging. Resources meet course requirements and students have after-hours access to labs. A number of strategies are used to effectively communicate with students. Through the student employment coordinator, students are supported to understand the creative design industry and its work requirements and to connect with work opportunities. ACG Yoobee has developed an integrated network of student representative groups international, Māori and Pasifika, and class representatives. Each group meets regularly with their support person, and integrated group meetings are also held regularly with the campus managers. Feedback from these meetings is used to enhance the learning environment and ensure there are no barriers to learning. There is a wide range of support and guidance actions taken to bring about success. Students at risk are systematically identified and followed up with an individual learning plan negotiated where relevant. Attendance is closely monitored and recorded, with clear guidelines on follow-up actions. Literacy and numeracy support is provided on a one-to-one basis through a tutor assistant or peer support programme. International and Māori and Pasifika students value the support and guidance they receive from staff dedicated to improving learner achievement for each of these priority groups at each campus. There is ongoing self-assessment of the support and guidance strategies being offered. A thematic self-assessment project on student well-being is focused on supporting learners with mental health issues. ACG Yoobee case studies provided the base for the self-assessment and indicated that specific staff training was needed. Another self-assessment project on admissions and course completions resulted in further review of individual programmes and the appointment of a fulltime international student support person. International students commented to the evaluators that this has resulted in excellent support from the support person who is accessible and very helpful. Final Report 15

16 Student evaluations and surveys have high response rates and are reviewed systematically at course, programme and campus levels, with recommendations and actions included in programme reviews. An external consultant was contracted recently to evaluate ACG Yoobee s compliance with the Code of Practice for the Pastoral Care of International Students. 1.6 How effective are governance and management in supporting educational achievement? The rating for performance in relation to this key evaluation question is Excellent. The rating for capability in self-assessment for this key evaluation question is Good. The governance and management teams of ACG Yoobee are highly effective in supporting educational achievement. The organisation has clear goals and strategies as well as high-performing and committed leaders and managers at programme, campus and organisational (national) levels. There is strong evidence of exemplary leadership in the way changes and challenges have been managed effectively to ensure the organisation has maintained its focus on the core business of education. The challenges have included earthquake disruptions in Christchurch, with a number of moves to temporary premises, and two changes of ownership leading to a number of changes in management since the last EER. The ACG acquisition happened only five months before the EER, and the transition has appeared relatively seamless to staff, who expressed confidence in the organisation s leadership. The organisation has a robust framework for both academic and operational management that supports consistency and high performance at both crosscampus and individual campus levels. The leadership has recruited high-quality, industry-experienced staff who understand the requirements of the design industry. Engagement with industry occurs at all levels of the organisation and is integral to the industry-relevant education and training. Campus management is actively engaged with the respective stakeholders and the design industry. Design industry practitioners are involved in a number of activities on the campus, including programme development and assessment, exhibitions and competitions. Across the organisation, management and staff are supported to engage in professional development. A strong culture of collaboration and sense of community is evident through the national programme manager role linking with heads of department at each campus, as well as the annual curriculum conference for all staff. Shared understanding of comparative outcomes informs improvements for individual programmes by academic management. This is achieved despite the challenges of achieving consistent outcomes across the three campuses and related mobility and access, changes in ownership and management structures, and changes in sites and personnel. Final Report 16

17 However, while significant and useful activity occurs in the preparation and process of analysing organisational performance, there was a lack of evidence of selfassessment and self-review processes to evaluate the collective performance of senior management and governance. Management and staff are involved in review groups for the Targeted Review of Qualifications process and understand the implications of the newly listed qualifications and their impact on ACG Yoobee programmes. The staff interviewed feel valued and newer staff appreciate their sound induction and mentoring by colleagues. Staff clearly understand the performance review processes based on self-assessment, tutor evaluations, student evaluations, and outcomes of review meetings. Reflective practice and self-assessment are embedded within the organisational operations in an open and transparent culture where innovation and ideas are encouraged. There is good evidence of dynamic and engaging self-assessment reviews with thematic purpose, such as student admissions and student well-being, as well as the annual programme reviews. While these programme reviews give an overview of findings and data analysis at programme level, there is a lack of evidence of a more systematic evaluative approach to the outcomes of the selfassessment, and understanding of the effectiveness of improvements which have been implemented at organisational level. Final Report 17

18 Focus Areas This section reports significant findings in each focus area, not already covered in Part Focus area: Governance, management and strategy The rating in this focus area for educational performance is Excellent. The rating for capability in self-assessment for this focus area is Good. 2.2 Focus area: Diploma of Computer Graphic Design (Level 6) The rating in this focus area for educational performance is Excellent. The rating for capability in self-assessment for this focus area is Excellent. 2.3 Focus area: Diploma of Digital Media (Advanced) (Level 7) The rating in this focus area for educational performance is Excellent. The rating for capability in self-assessment for this focus area is Excellent. 2.4 Focus area: Diploma of Animation and Digital Video (Level 5) The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Excellent. Final Report 18

19 Recommendations NZQA recommends that ACG Yoobee: Strengthen performance information to include analysed, benchmarked and evaluated achievement outcomes data against organisational key performance indicators. Develop a process for reviewing the effectiveness of the management and governance teams. Final Report 19

20 Appendix Regulatory basis for external evaluation and review External evaluation and review is conducted according to the External Evaluation and Review (EER) Rules 2013, which are made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. Self-assessment and participation in external evaluation and review are requirements for maintaining accreditation to provide an approved programme for all TEOs other than universities. The requirements are set through the NZQF Programme Approval and Accreditation Rules 2013, which are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. In addition, the Private Training Establishment Registration Rules 2013 require registered private training establishments to undertake self-assessment and participate in external evaluation and review, in accordance with the External Evaluation and Review Rules (EER) 2013, as a condition of maintaining registration. The Private Training Establishment Registration Rules 2013 are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. NZQA is responsible for ensuring non-university TEOs continue to comply with the rules after the initial granting of approval and accreditation of programmes and/or registration. The New Zealand Vice-Chancellors Committee (NZVCC) has statutory responsibility for compliance by universities. This report reflects the findings and conclusions of the external evaluation and review process, conducted according to the External Evaluation and Review (EER) Rules The report identifies strengths and areas for improvement in terms of the organisation s educational performance and capability in self-assessment. External evaluation and review reports are one contributing piece of information in determining future funding decisions where the organisation is a funded TEO subject to an investment plan agreed with the Tertiary Education Commission. External evaluation and review reports are public information and are available from the NZQA website ( The External Evaluation and Review (EER) Rules 2013 are available at while information about the conduct and methodology for external evaluation and review can be found at NZQA Ph E Final Report 20

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